Impact of Video Games on Student Attitudes and Achievement in Mathematics: A Review of Literature Blake Whitley 28 November 2011 EMS 792x

Introduction An increasing number of children are playing video games and demand more interactive forms of instruction 46 million gamers between age of 5 and 17 (NPD Group, 2011) 68% of parents believe video games provide mental stimulation or education (NPD Group, 2011)

Introduction attitudes toward mathematics play a central role in the learning of mathematics as they are frequently used as reliable predictors of long- term achievement in mathematics (Aiken, 1970) Only one other literature review found that examined student attitudes and achievement in mathematics (2006)

Conceptual Framework Attitudes (Emotional response) (Ritzhaupt, Higgins, & Allred, 2011) Self-Efficacy (Belief in one’s ability) (Ritzhaupt, Higgins, & Allred, 2011) Student Achievement (Demonstrated ability)

Conceptual Framework Transfer (recall of prior knowledge and understanding of when and where to apply that knowledge) (Van Eck, 2001) Flow Theory (increases student persistence by providing problems that are at or slightly above student’s level of ability) (Liu, Cheng, & Huang, 2011)

Method Criteria for Inclusion Only articles pertaining to student attitudes and student achievement in mathematics will be reviewed Will not focus on gender differences in attitudes or achievement as a result of video game implementation Will not focus on socio-economic differences in attitude or achievement as a result of video game implementation

Method Search Procedures ERIC Search terms: math*, video game*, attitude*, achievement, and computer game* Forward search conducted using Google Scholar

Results Video Games in Education Research displays close integration between student attitudes and student achievement (Aiken, 1970) National Education Association (NEA) made recommendations for the implementation of video games in the classroom: SimCity promotes problem solving skills (NEA, 2007)

Results Video Games in Education “Educate to Innovate” campaign launched in 2009 to “improve the participation and performance of America’s students in science, technology, engineering, and mathematics (STEM)” (whitehouse.gov, 2011) “...harnessing the power of...interactive games...to reach millions of students” (whitehouse.gov, 2011)

Results Video Games in Education DimensionM: role-playing video game requires students to answer rapid-fire math questions as they take part in 3-D adventures (Tabula Digita, 2003)

Results Student Attitudes Toward Mathematics Positive Impact Improved attitudes toward mathematics (Akinsola & Animasahun, 2007; Ke, 2008) Gains in self-esteem (Miller & Robertson, 2010) Significant positive change in student attitudes and self-efficacy (Ritzhaupt, Higgins, & Allred, 2011)

Results Student Attitudes Toward Mathematics Positive Impact Positive attitude toward educational value (Lopez-Morteo & Lopez, 2004) Computer games promote motivation (Ke, 2008) Improvement in motivation to learn (Rosas, Nussbaum, Cumsille, et. al., 2003)

Results Student Attitudes Toward Mathematics Positive Impact Higher scores correlated to better attitudes toward math (Shin, Norris, & Soloway, 2006)

Results Student Attitudes Toward Mathematics No Impact No difference in student anxiety (Van Eck & Dempsey, 2002) No significant difference in student attitudes (Gelman, 2010)* *Positive impact in some categories

Results Student Achievement in Mathematics Positive Impact Benefits in terms of both motivation and learning outcomes (Habgood & Ainsworth, 2011) Improved achievement in mathematics (Akinsola & Animasahun, 2007; Miller & Robertson, 2010) Students who used handheld games outperformed those who did not (Shin, Norris, and Soloway, 2006)

Results Student Achievement in Mathematics Positive Impact Transfer promoted through computer mediated intervention (Van Eck, 2001) Use of quantitative representations intentional and goal-oriented (Satwicz & Stevens, 2008) Male language-minority students who played computer games in math daily demonstrated high math performance scores (Kim & Chang, 2010)

Results Student Achievement in Mathematics No Impact English-speaking students who played math games daily displayed significantly lower achievement (Kim & Chang, 2010) No significant difference in mathematics achievement (Din & Caleo, 2000; Gelman, 2010; Ritzhaupt, Higgins, & Allred, 2011; Ke, 2008)

Results Summary and Critique Studies did not always show correlation between student attitudes and achievement in mathematics (although this has been shown in other disciplines) (Watson, 2011) Enough evidence to suggest positive impact on student attitudes and need for further research on student achievement in mathematics

Discussion General Issues Concerns from parents and teachers relating to possible addictive behaviors or problems of social isolation as an effect of its use (Rosas, Nussbaum, Cumsille, et. al., 2003) Students have difficulties in learning mathematics and only the traditional method of teaching is in vogue in schools (Akinsola, 2007)

Discussion General Issues Teachers have a critical role to play in maximizing the educational potential for intrinsic games (Habgood, 2011)

Discussion Areas for Future Research Lack of generalizability (Miller & Robertson, 2010; Ritzhaupt, Higgins, & Allred, 2011; Shin, Norris, & Soloway, 2006) Larger sample size (Shin, Norris, & Soloway, 2006; Van Eck & Dempsey, 2002) Longer period of time (semester or year) (Van Eck & Dempsey, 2002)

Discussion Areas for Future Research Longitudinal study (Ritzhaupt, Higgins, & Allred, 2011) Game design (Ritzhaupt, Higgins, & Allred, 2011) Non-competitive simulation games more beneficial (Ke, 2008) Optimum frequency for playing games (Kim & Chang, 2010)

Discussion Areas for Future Research Commonalities in video games that promote student achievement and positive student attitudes More research at secondary level in mathematics